371 - 380 of 389 results for: EDUC

Emphasis is on the current state of knowledge in the research literature and comparisons to students' experiences and observations in bilingual education, English as a second language, reading instruction, cultural issues in education, and research methods.

This course is intended as a graduate level seminar that provides in-depth readings and discussions, Professor Roy Pea's professional reflections, and student essay-writing on topics examined in Dr. Pea's select publications and associated influential writings.

Required for first-year CTE doctoral students. How to conceptualize, design, and interpret research. How to read, interpret, and critique research; formulate meaningful research questions; evaluate and conduct a literature review; and conceptualize a study. Readings include studies from different research paradigms. Required literature review in an area students expect to explore for their qualifying paper.

This course focuses on the relevance of self, identity, and stigmatization to understanding and remedying social problems. A key focus will be on how interactions between the self-system and social systems (e.g. schools, workplaces, institutions) drive outcomes over time, including educational and economic inequality. More broadly, class discussion and readings will address a social psychological analysis of intervention and change.

How the federal government placed education at the center of its Indian policy in second half of 19th century, subjecting Native Americans to programs designed to erase native cultures and American Indian responses to those programs. Topics include traditional Indian education, role of religious groups, Meriam Report, Navajo-Hopi Rehabilitation Act, Johnson-O'Malley Act, and public schools.

"Curricular Practical Training" independent study sections specifically created for international students in F-1 Visa Status who wish to receive credit and to be paid for internships.

(Same as STRAMGT 335) In this course, students will investigate opportunities and challenges of entrepreneurial ventures trying to make a positive impact in public education. The course requires a basic level of understanding of the U.S. K-12 public school system. The first session will analyze the structure of the public education as an industry, with a special emphasis on understanding the achievement gap. Subsequent sessions will explore challenges in increasing efficacy, ensuring financial sustainability, and scaling for entrepreneurs who have sought to change student outcomes, solve pain points, and innovate. The course will feature a variety of ventures (including schools, education technology, training, and supplemental services) and organizational models (for-profit, not-for-profit, and benefit corporation). This course is suitable for students aspiring to be entrepreneurs, leaders in entrepreneurial organizations, leaders in educational organizations, Board members, donors or investors. (Note: this is not a ¿how-to¿ course on starting an entrepreneurial venture.)

(Same as STRAMGT 537) American public education is in crisis. What will it take to get it back on track? As in all large-scale enterprises in need of transformative change, leadership matters greatly. This course focuses on what it takes from a strategic and extremely practical perspective to lead change in public education at the systems level. We will meet some of the most exciting educational leaders in public education today and dissect their leadership styles, strategies, innovations and solutions. We will look for lessons from traditional U.S. districts, successful charter management organizations, and international perspectives to determine what it takes to be an effective leader in education reform. Students will debate the strategies and efficacy of how different leaders approached systems-level change, and will form their own working hypotheses of what is needed to help transform the American education system. The course will end with a look at education fellowship programs and other ways for Stanford graduates to take on meaningful leadership roles in K-12 education reform. Dan Katzir worked for Bain & Company, Teach for America, and Sylvan Learning Systems before joining The Broad Foundation as its founding managing director. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems (Harvard University Press, 2013). This course was designed to be taken in tandem with STRAMGT 535: Entrepreneurial Approaches to Education Reform and the courses will be highly complementary in approach.

For doctoral students only. (all areas)